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Program Overview

High school teachers who meet UMD CITS criteria may be eligible to teach rigorous UMD credit courses to high-ability high school students.

Eligibility Guidelines

  • Minnesota teacher's license.
  • Earned master's degree (dependent upon specific UMD department's requirements).
  • Significant graduate-level course work in the subject area of CITS instruction.
  • Demonstrated excellence in teaching advanced high school students.
  • Support from the school principal or a chief administrator.
  • Five years of consecutive teaching experience in the subject area.


  • Participating in course-specific training workshops (see CITS Teacher Workshop Attendance under UMD Policies and Requirements).
  • Prior to the first year of teaching in the program, new CITS instructors work closely with their UMD faculty mentor.
  • Participating in UMD campus visits and customized training.
  • Participating in the CITS subject-specific listserv.
  • Informing students of testing dates and deadlines for papers and projects on the course syllabus, approved by the UMD faculty mentor prior to the beginning of the term.
  • Using UMD's approved textbook(s) and curriculum.
  • Using UMD's course-specific grading rubric to determine UMD grades.
  • Notifying students of their progress on a routine basis, especially prior to the deadline to withdraw from the course-before the end of the eighth week of the semester.
  • Posting UMD grades using UMD web grader prior to the semester deadline.
  • Teaching at least one term of a CITS course each year or by special arrangement.

No monetary compensation is provided by UMD to CITS teachers.

To request a CITS Teacher Application form, contact Barb Perushek at (218) 726-6938 or bperushe@d.umn.edu.


  • Status as UMD faculty with Teaching Specialist rank.
  • Collaboration with discipline-specific UMD faculty liaisons.
  • Opportunity to provide input on improving the CITS experience for students and teachers.
  • Professional development opportunities at no charge, including:
    • Orientation and seminars led by faculty liaisons
    • Access to UMD workshops and resources
    • Opportunities for in-person discussions with peers from other schools regarding best practices, challenges and teaching strategies
    • Coaching on using college syllabi, rubrics and examinations
    • Training in online resources
  • Access to UMD faculty resources, including:
    • Computer lab basic access and Internet
    • UMD licensed software
  • Faculty library privileges, including training in using:
    • Library electronic databases for research projects/papers
    • Interlibrary Loan services
    • Library References services
    • UMD websites, the CITS website, and the UMD Calendar of Events with access to international/national presenters
  • Ongoing assistance from CITS program staff (see below).


Provided by UMD Faculty Liaisons
  • Collaboration with teachers to maintain the critical communication link between the high school and UMD.
  • Review of teachers applications.
  • Design and delivery of orientations and professional development workshops for first-time and continuing CITS teachers.
  • Work with teachers regarding CITS course curricula, text selection, syllabi, and assessments.
  • Facilitation of CITS subject-specific online and in-person discussions of new research findings, explorations of content, evaluation of new classroom resources, and the sharing of best practices among the peer group.
  • As requested by CITS teachers, presentations to students during site visits.
Coordinated by CITS Program Staff
  • Teacher and course approval processes.
  • Registration of students.
  • Assistance with posting grading, class rosters, petitions, securing transcripts, and assisting students/teachers with successful recognition of UMD CITS credit at receiving colleges/universities.
  • Visits by faculty liaisons to high school classrooms.
  • Communication with teachers, students, faculty liaisons, academic departments and school administrators regarding UMD policies, deadlines and processes.
  • Creation of professional development opportunities for high school teachers, including workshops facilitated by faculty liaisons.
  • Problem-solving with stakeholders.
  • CITS advocacy on- and off-campus.
  • Campus visits by high school classes, including coordination of UCard process, library, observation of classes, and to attend special events.
  • Distribution, collection and analysis of end-of-course, one-year-out and four-year-out surveys regarding effectiveness of CITS experiences.

UMD Policy & Requirements

Workshop Attendance Policy and Procedures
CITS teachers are required to attend professional development workshops at least annually. These events provide opportunities for UMD faculty liaisons and CITS instructors to engage in meaningful discussion regarding course syllabi, course content, expectations, and course rigor. Similarly, instructors have the opportunity to share teaching strategies with their CITS colleagues and often, UMD liaisons develop new perspectives from engaging with CITS instructors. In addition, the workshops provide opportunities for UMD faculty liaisons and CITS instructors to participate in intellectual exchange regarding discipline specific content, and interact as partners of the University community. Furthermore, NACEP accreditation requires regular workshop attendance.

When circumstances prevent a CITS instructor from attending a workshop, he or she is expected to contact the faculty liaison to discuss the meeting's agenda. If an instructor develops a pattern of repeated absences over a two-year period, the CITS UMD faculty liaison or CITS director will discuss the situation with the instructor and may notify the high school administration of the problem. If participation does not improve, CITS will decide whether the instructor continues in the CITS program.

Instructors approved to teach a UMD CITS course, but who are temporarily not teaching, or who haven't started teaching, also are expected to attend all workshops in their discipline. This insures that instructors stay current with trends in their fields and understand any changes to UMD courses.

CITS staff prepare sign-in sheets for every workshop, as well as folders of workshop materials. UMD faculty liaisons collect the sign-in sheets, note the instructors not in attendance, and give the sign-in sheet to the CITS director. The faculty liaison confers with the CITS director when problems arise concerning teacher attendance. At the conclusion of each workshop, Certificates of Attendance are provided to teachers documenting the professional development contact hours.

Attendance Policy
School districts, schools, and teachers set their own attendance policies. Regular class attendance is expected.

Grading Criteria
In many cases, especially in language classes and in writing classes, the learning and practice that occurs during regular class meetings simply cannot be "made up." Consequently, attendance in class may contribute to determination of the course grade.

Grading Assessment
UMD uses A-F grading to establish the quality of performance achieved at different grade levels. CITS teachers define grade standards for their courses in conformity with the UMD department's policies. Using their best judgment and after consulting with the CITS faculty mentor, CITS teachers may choose to assign different grades for the high school course and for the UMD course. Only the UMD grade appears on the UMD transcript.

If a student cancels a class within the first ten weeks of the UMD semester, or in a trimester the first eight weeks, the school district will not be billed for the student's tuition. If a student officially cancels at any time after the above deadline, no refunds are granted.

Scholastic Dishonesty
Scholastic dishonesty is "any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student's own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations, plagiarizing (misrepresenting as one's own anything done by another), submitting the same or substantially similar papers (or creative work) for more than one course without consent of all instructors concerned, depriving another of necessary course materials, and sabotaging another's work" (CLA).

Make-up and Incomplete Policies
Students with disabilities requiring special accommodations should contact the instructor at the beginning of the term.

For any liberal education courses, list the category that the course fulfills as well as the specific liberal education goals that are met by the course.

UMD Statement on Student Academic Integrity

UMD Statement on Student Conduct Code (including classroom conduct)